Student Perceptions of the “Learning” in Service-Learning Courses

Abstract

SUMMARY The purpose of this study was to examine perceptions of student impact of service learning on academic, personal, and civic development. All participants (n = 202) submitted journals and completed questionnaires which contained a combination of categorical and Lik-ert-type items and open-ended questions. The study was conducted over a period of three semesters. Students reported perceiving a positive impact of service learning on understanding of course concepts and class learning, increased understanding of and ability to relate to differences in others, increased self-awareness and self-confidence, and increased appreciation for and commitment to service. Student perceptions were examined using ANOVA and non-parametric tests. Test results were supplemented with student journal entries. Results support the positive outcomes on student academic, personal, and social development reported in service learning literature.